Pugh_Fall2016

Teaching Internship Observed Lesson Plan #3

Unit Working Title: How do we know what is real or true?

Unit Big Idea (Concept/Theme): Fact or Fiction

Unit Primary Skill focus: Research, Text Analysis & Comparison

Week __9__ ; Observation #__3__ of 6; [80 mins.]

Learning Objectives:

SWBAT:

Cognitive:
a. Students will know helpful vocabulary words from a short story.
b. Students will understand the difference between common and proper nouns.

Affective and/or Non-Cognitive:
c. Students will be able to work independently to complete station tasks.

Performance:
d. Students will be able to make predictions during a class read aloud.
e. Students will be able to identify common and proper nouns in sentences.

KCMS Objective (student friendly):
KCMS Success Criteria:
Today you will learn helpful vocabulary for the short
You are successful when you have completed
story we will read this week.
independent activities in Vocabulary Central.
Conditions & Behavior
Students will independently use Vocabulary Central (through Pearson Online Text) to extend learning of new
vocabulary terms.

SOLs:
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.
b. Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
e. Extend general and specialized vocabulary through speaking, listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and
poetry.
b. Make, confirm, and revise predictions.

Methods of Assessment:

Diagnostic
Formative
Summative
Prior to this lesson, we have
All bellwork prompts this
On Friday of this week,
implemented independent
week will give students
students will take a selection
station work. We are working
practice identifying common
quiz that includes the
toward less teacher-centered
and proper nouns within
grammar and vocabulary
instruction, and more
sentences. Their bellwork will
from this week. Most of it will
student-centered and
prime them for a station
be used in the context of the
motivated work. Today will
activity reviewing the same
story we will read later in the
be the first day without two
skills. This will let us know
week. (Obj. a, b, d, & e)
teacher led stations, so one
how they are doing during

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of us can circulate to scaffold

independent work at the
other stations. (Obj B)
In a previous lesson, we
reviewed a model selection

story from our new textbook

series. Though we were
practicing the elements of
story while reading, the
student shared many
predictions in our class
discussions while reading.
This tells us that they are
already familiar with this skill,
and they are ready to practice
more independently. (Obj. c)

whole group review and

independently with the
grammar for this week. (Obj.
b & e)
During todays lesson we will
continue our teacher read
loud novel, Night Journeys.
Today, I will model how to
make a prediction. As we are
reading, I will stop at a certain
point in the text. Each
student will write down their
own predictions on an index
card and hand them in. This
will let me know how well
they are making predictions
in class before taking this
home for homework. (Obj. d)
We will go over six new
vocabulary words that will be
relevant for the short story
we are reading later in the
week. We will discuss as a
class before students have an
opportunity to explore
Vocabulary Central (in our
textbook series) and before
they work with Ms. Forbes in
a small group. (Obj. a)

Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]

Students will be arranged in their regular team tables of 4 or 5 students.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

1. [__10__ mins] Bellwork & Class Preparation Check:

As students are coming into class, I will greet them at the door. Bellwork will already be posted on the board so that
they can come in and begin working. This is part of our regular routine. They will format their examples exactly the
same each day this week. I will have the sample notebook page posted at the front of the class.

Good morning everyone! Bellwork is posted on the SmartBoard, go ahead and start working on that. Today we are going
to start with bellwork. When you are finished you can take out your books and read. Take a look at the bellwork. Just to
give you a bit of background, Cynthia Rylant is the author of a story we will read this week. Most of your bellwork this
week will be about the authors of stories from our textbook. You need to copy down the sentence and identify common
and proper nouns. There is an explanation at the top of the page. This is to help remind you what the difference
between common and proper nouns are. Be sure to read this before you begin working! I will pause here to take
attendance and circulate around the room checking their materials. I am purposely NOT reading everything on the
board for the review because many of our students have and issue reading through the directions. They also

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struggle to use their resources. They tend to expect the teacher to provide all of the answers. In this way, I can
practically support them while encouraging them to work independently on the task and to use the resources
available to them.

Students know that they should have their bellwork formatted on one page so that they can easily use the weeks
bellwork for today.

Before we go over the bellwork, I want to direct your attention to the side board over here. Lets look at what were
going to be doing in class today. First, we are going to go over bellwork. Then we will jump back into Night Journeys for
a few minutes and practice your new homework tasks. Then, we will take a look at a few new vocabulary words that we
will encounter in our short story for this week. Finally, we will start our stations for the week. In your stations today, you
will work with Ms. Forbes in your Word Study notebooks. You will have a chance to explore Vocabulary Central through
the textbook online using your streams. Your stations around the room will involve journal writing, grammar practice,
and some Fact or Fiction with our classroom library. We will give you more specific directions when that part of class
comes.

Ok, now that we have finished checking everything and gone over what today will look like, lets take a look at our
bellwork. In addition to having it on the SmartBoard, I will have the following examples written on the white board:

Cynthia Rylant discovered that her lifes story interested children.

Students need to underline all nouns in the sentence. Then, they mark them with a C for common and a P for
proper.

Ok, lets take a look at this example. What did you underline as nouns? Pause for volunteers and discuss their
responses. Continue asking students to help out until we have underlined all nouns. Great! So, now we can see that
Cynthia Rylant, story, and children are all of the nouns in this sentence. Lets remind ourselves, what is a noun? Pause for
their responses and ensure that person, place, or thing is established. Yes, a noun is a person, place, or thing.
According to our bellwork and the rules of grammar, a proper noun is a PARTICULAR person, place or thing. So, this is
typically going to be a name or title or something. These need to be capitalized. What nouns did you label with a P in
this sentence? Pause for responses and make sure they identify Cynthia Rylant. Thank you! Yes! It is Cynthia Rylant.
And why is this the proper noun here? Pause and ensure they say that its a name. Great! This is a name of a particular
person or individual. So, now that weve figured out our proper nouns, where are the common nouns? Pause for
responses and make sure they identify story and children. Great! Now, Im curious, why isnt children capitalized as a
proper noun? Isnt that a person? Pause for their responses and discuss. Be sure to explain that children does not
refer to a specific or particular person. Instead, this represents a general group of people so it is not proper.

2. [__15__ mins] Teacher Read Aloud & Prediction Modeling

Please put your bellwork notebooks away and grab a copy of Night Journeys from the stack in the middle of the table
please. We are turning to Chapter 3 today. As you are getting ready, I am coming around with an index card and a copy
of the homework sheet for this week. This will be a bit different from the questioning work we have been doing. Ms.
Forbes and I have been quite impressed with some of your questions lately, and we are excited to switch gears a bit. This
week we will be working on making predictions before and during reading. Remember last week when we read Greyling?
You all did a fantastic job making predictions as we were discussing that story, so this week we are simply putting that
into practice with the books you are reading for homework. As I am saying all of this I will walk around and distribute
index cards and homework handouts.

Take a look at your homework sheet. Tonight, you will not fill out the first box because you have not made any
predictions yet! You will always read first, make your prediction, and use what you read to support your prediction.
Thats what we are going to practice in Night Journeys today with Chapter 3. We are only going to read part of Chapter 3
today since it is a little longer, and then we will stop and make our predictions on the index card. You will look in the

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book to pull out a sentence or two to support why you are predicting the way you are. I will model this for you, and then
you will write your own. I will read a couple of pages and model for them how to make the prediction, and I will
direct their attention to a specific quote in the book to support my ideas. Then I will give them a few minutes to
write their ideas down before collecting them. Then, I will review a few of them for the class and provide some
feedback using their examples. This will help further prepare them for their homework.

3. [__10__ mins] Vocabulary Introduction

We are now going to switch gears into our vocabulary introduction before stations. In a moment, you will put away your
homework and make sure that you have out your stream, your word study notebook, and a pair of scissors. There will
be a slide for this transition to show them what they need to have out on their desks. This is NOT in the materials
appendix due to its format.

Ok, we are going to briefly go over these together. Heres how this will work. I will read and explain the word to you.
Then, I will read the definition kind of like a sentence. Finally, I will read the sentence on the board with the blank, and
YOU will all say the vocabulary word together. We will do this for each word. Questions? Pause for any questions about
what we are doing.

Here is what I will say for each vocabulary word:

1. To act timidly is to act in a way that shows fear or shyness. When the shy boy made a speech in front of the whole
school, he spoke _________. The class will say timidly in the blank.
2. To do something grudgingly is to do it in an unwilling way or resentful way. If you are forced to clean your room, you
may only do so __________.
3. To trudge is to walk as if you are tired or using a lot of effort. After the big snowstorm, we ______________ through
the front yard.
4. To ignore someone is to pay no attention to him or her. I will ________________ the noise in the halls as I take my
test.
5. To be exhausted is to be very tired. Cindy was _________ after a long week at school.
6. Starvations is the condition of being extremely hungry. During the bomb threat, many sixth graders suffered from
_______________ due to our late lunch.

4. [__45__ mins] Station work (15 minute rotations):

Each rotation will be approximately 15-20 minutes long. Students will be split into three small groups that were
previously assigned to them. We will post a slide of their rotation groups. They will rotate through the following
stations.

Rotation #1:
Students will go to Ms. Forbes to work on their affix for the week. This week we will be studying tion (the state of
being). Students will cut and paste a vocabulary foldable into their Word Study notebooks to help them learn and
study the meaning of this word. This will be particularly helpful to them when encountering the word starvation in
their vocabulary and reading. (See this material in the appendix)

Rotation #2:
Students will work independently at their seats on their streams. They will each log into their Pearson accounts to
access Vocabulary Central. They will have an opportunity to explore and play games to learn and study the six story
vocabulary terms I just went over. I will circulate to monitor this seatwork. In this way, we can make sure students
are working more independently, but also staying on task.

Rotation #3:

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We currently have THREE small stations around the room. Students will rotate through all of these stations by the
end of the week. We will do rotations on three different days this week (Monday, Wednesday, & Thursday). Here
are the mini-stations (See materials appendix):

Writing
Library
Grammar
The story we are reading this
Students will read a book about
Students will continue practice
week is about a stray dog. The
Chocolate. On their handout,
with common and proper nouns.
main character in the story would
there are two phrases about
They will complete a handout
like to adopt the stray dog, but
chocolate. Their task is to read the
requiring them to fix sentences
her parents are reluctant to do so.
book and determine if each
with incorrect capitalization. They
At this station, students will write
phrase is fact or fiction and
will turn this in at the end of the
about their own pets in their
why. This is something they have
station. (See materials appendix)
journals. This is meant to be an
done in our school library before.
open-ended free write, so there is They will turn this in at the end of
little structure other than writing
the station (See materials
on the prompt. We will collect
appendix)
their journals at a later time (we
have not discussed this yet).

5. [__5__ mins] Closure

You guys have done a wonderful job today, and you have worked really hard! Be sure to turn in what you did at the
Library and Grammar stations today. You may pack up and line up at the door!

Differentiated Instruction to accommodate one or more of my profiled students:

Students have the opportunity to work independently, in small groups, and as an entire class. The stations will give
students an opportunity for choice in their work today. Additionally, the movement will be particularly helpful for
Matthew (this is a pseudonym). He is often impulsive and struggles in whole group settings. The shorter stations
and movement around the room helps keep him on task, and we have noticed that he gets significantly more of his
work done in this setting. This also gives him an opportunity to meaningfully contribute without taking other
students off task.

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Materials Needed:

Bellwork Prompt
Making Predictions Homework
Index Cards
Vocabulary List & PowerPoint
Powerpoint Slides with Rotations
Fact or Fiction Handout (Library Station)
Foldable for Ion
Pearson Login Cards
Journals
Grammar Handout
Students will need: Streams & Word Study Notebooks

Materials Appendix: SEE NEXT PAGE!

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Grammar Bellwork for the Week

Common and Proper Nouns; Possessives
Nouns may be either common or proper. Some nouns are made up of more than one
word.
A common noun names any one of a group of people, places, things, or ideas.

Examples: girl, city, dogs, chairs, freedom, computer room, teacher, ice cream

A proper noun names a particular person, place, or thing. A proper noun always begins with a capital
letter. Do not confuse a proper noun with a common noun that is capitalized because it is the first word
of a sentence.
Examples: Doris, Mr. Amos Lacey, North Carolina, The Homecoming, Asian American Museum,
United States of America

A. DIRECTIONS: Underline each noun in the sentences below. Above each noun, write C if it is a common noun
and P if it is a proper noun.
1. Monday - Cynthia Rylant discovered that her lifes story interested children.
2. Tuesday - Rylant spent part of her childhood in West Virginias hills.
3. Wednesday - Like the main character in Stray, Rylant loves animals.
4. Thursday - Laurence Yep was born and raised in San Francisco, California.
5. Thursday - Yep began writing stories in high school.

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Inspire

Meditate